A constructivism-based training course for hospitality and tourism instructors in Vietnam to improve their self-confidence in synchronous online teaching

Abstract

Purpose As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist training course designed to improve instructors’ self-confidence in conducting synchronous online teaching by helping them develop the skills required for such. Design/methodology/approach A total of 67 in-service instructors in various hospitality and tourism institutions in Vietnam participated in the proposed course. Constructivist approaches were adopted to design learning activities. Delivered via Blackboard Collaborate’s classroom version, the course aims at enhancing instructors’ self-confidence in the knowledge and skills required for synchronous online teaching: developing online presence, planning lessons, handling technology, adapting to learners’ preferences and classroom management. Using qualitative and quantitative analyses, this paper evaluated the proposed course by comparing participants’ levels of self-confidence in conducting synchronous online teaching before and after the training. Findings The results show that participants’ self-confidence was enhanced after the course. To improve the course, however, more time should be allotted for practice sessions where participants can pedagogically and technologically familiarize themselves with online teaching tools. Originality/value By translating constructivism into online pedagogy, this study provided empirical evidence of how a teachers’ training program was designed and implemented to meet the need to shift from real-life to real-time classrooms in Vietnam during the COVID-19 pandemic. It also contributes to the growing literature on methods of improving instructors’ readiness in synchronous online teaching.

Is online learning effective for practice-based tourism courses? A constructive learning approach

“…Bailey & Morais (2005); Gomezelj & Čivre (2012); Kuo & Belland (2016); Livingston & Condie (2006), while providing less research attention on how to effectively design online instructional practices. Second, although there is a plethora of research advocating the learning benefits of constructivist theory or constructivism (Chuang, 2021;Krahenbuhl, 2016;Luong & Kim, 2022;Mayombe, 2020;Mukhalalati & Taylor, 2019), there is limited academic debate and evidence about the former in online learning and tourism education. For example, although research shows that constructivism can help students better understand the course material (Brown, 2014;Juniu, 2006;Schell & Janicki, 2013), we know very little on how constructivism can boost the students' learning processes and outcomes by better interpreting real-world experience and/or knowledge obtained from practice-based courses (Amin et al, 2022;Bronack et al 2006).…”